Coaching Versus Mentoring

     Since coaching is still a relatively new term, there are some instances where mentoring and coaching are used almost as synonyms. Both terms are important methods of support, and in some schools, one individual may be participating in both positions at the same time. However, it is important to define the term ‘coaching’ for the purpose of this paper and the research that it is based on. The CUREE framework (2005) distinguishes mentoring as a structure process where professionals learn through significant transitions supported by an experienced person. The mentor assists another in developing required knowledge and skills that will help the mentee grow in that particular area. It goes on to assert coaching as a structure process where the professional develops a specific aspect of a specific practice. According to Hobson (2003), coaching is a form of assistance linked specifically to an individual’s work with specific skills or capabilities, such as feedback on performance. Fielden (2007) goes further in this description, and categorized coaching into two different models of coaching: directive or non-directive. The directive approach is where “The coach teaches and provides feedback and advice-akin to the professional” (Grossek, 2008, p. 5), and the non-directive approach “requires the coach to listen, ask questions, explore, probe and allows the person being coached to find solutions to problems” (Grossek, 2008, p. 5). Both models have proven to effect change within a school.